This is a Closed submission for Wikimania 2019. It has been reviewed and was not accepted.
Education/Wikipedia, Access to Education, and the Efficacy of Learning in LDCs
Wikipedia, Access to Education, and the Efficacy of Learning in the Least Developed Countries
Session leader(s)
Full Name*
Email address*
Wikimedia Username (if you have one)
Affiliation
Country
Role, website or any other details you'd like to share
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Session type
Each Space at Wikimania 2019 will have specific format requests. The program design prioritises submissions which are future-oriented and directly engage the audience. The format of this submission is a:
Lightning talk - 3 - 5 min.
Panel with audience Question & Answer session - 30 min / 45 min / 60 min
Roundtable discussion forum - - 30 min / 45 min / 60 min
Lecture - 25 min (20 min + 5 min for questions)
Workshop to identify and try to solve problem -60 min / 90 min / 120 min / if longer, indicate specifically
Working group
Discussion-based training
Computer-based training
Other
Length of session
Please indicate how long you'd like your session to be, in consideration with the above described
The open nature of a publicly-edited encyclopedia is a powerful signal that human beings are generators of knowledge and affect how that knowledge is presented, modified, and disseminated. Many people, however, are not able to view or edit or are ignorant of the Wikimedia collection of resources, or may not wish to participate in a movement which can challenge traditional hierarchies and reso urce chains. How can we include more women, people of color, students in the developing world, people in disadvantaged socioeconomic groups, and those people (recognizing previous bias and prejudice, may this be left as 'to be determined') who would most benefit from a flexible, accurate, and fair network of editors and readers? What are the connections between power, memory, and learning that occur when students in Nepal, Haiti, Guatemala, and Burundi (for example) read, write, edit, and discuss subjects of interest to them and their communities? It seems possible that the human right to education could be alternately supported and squashed as well-endowed institutions, foundations, and profit-seeking entrepreneurs vy for the control of Open Education Resources, MOOCs, and archives.
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